• East Asian mathematical journal
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• v.32 no.4
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• pp.519-543
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• 2016

Today the high school mathematics lesson has an effect on the scholastic achievement internationally, but fails to lead to the interest in the mathematics which stimulates the intellectual curiosity. Due to this, 2015 revised curriculum includes the effort to improve the emotional aspect of mathematics positively. It is needed that the teaching method through discussion and debate must be introduced to accomplish the objective of the mathematics in 2015 revised curriculum focused on the improvement of the ability and attitude to solve the problems creatively by increasing the mathematical communication skill of the students. The purpose of this study is to investigate the effect of mathematical essay-typed lesson focused on discussion and debate on the mathematical disposition and attitude of high school student. The findings from this study provided that the essay-typed lessons focused on discussion and debate improved the subject students' mathematical achievement and disposition and attitude, but it is not significant change.

• Hwankyungkyoyuk
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• v.19 no.2 s.30
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• pp.133-146
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• 2006

The purpose of this study was to examine how environmental education teachers think about environmental teaching materials of their use in primary and secondary schools. For this purpose, six primary and secondary school teachers were selected for focus group discussion on October 17th, 2005. The discussion of focus group was recorded both on video and audio tapes. Teachers' discussion could be analyzed in the perspectives of two big ideas, 'content selection' and 'content organization and presentation'. The big ideas were categorized into several areas: 1) The idea of 'content selection' was classified into 4 areas such as integration, difficulty level, locality, and timeliness, 2) The idea of 'content organization and presentation' was classified into 4 areas such as learning motivation, teaching and teaming strategy, evaluation method, application of teaching materials. This study provided meaningful ideas, which can be used in developing environmental education materials as well as effective teaching and teaming strategies for school environmental educators.

• Hwankyungkyoyuk
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• v.13 no.2
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• pp.91-102
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• 2000

National curriculum for environmental education recommends various teaching-learning methods including survey and discussion of environmental problems, investigation of case studies, experiments, role play, and field-experience learning in addition to the traditional lecture-oriented teaching methods. The field experience learning in environmental education is considered to be a good method to develop environmentally sound attitude and to cultivate environmental sensitivity, but here has been very limited research concerning models for field-experience learning. The aim of this study is to develop a model of the field-experience learning program of environmental education utilizing environmental facilities. In this study a kind of such a basic model was developed and presented. The developed basic model of the field-experience learning was applied to the case utilizing landfill facilities. A specific application of the landfill program to the Bangcheon-ri landfill, in Daegu, was also presented with related teaching materials developed in this studies. And various aspects in the program was discussed.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.19-29
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• 1992

In this study, five learning models were compared and discussed in terms of their learning procedures and learning strateies. After a brief introduction of each model, the author discussed the differences and similarities among the five learning models. As a result, Kwon's procedual learning (Kwon, 1989) seemed to encompass almost all the learning models proposed by the other four author. All the models emphasized the importance of cognitive conflict. However, I. K.Kim(1991), Park(1992) and Y.M.Kim(1991) seemed to be concentrated their attention on the cognitive conflict between concepts ; while Hashweh and Kwon emphasized cognitive conflict between cognitive structure and environment. The study also suggested more study on the empirical evidence of the three kinds of the cognitive conflicts proposed by Kwon(1989) and on the development of learning strategies to induce and overcome the cognitive conflicts.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.4
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• pp.83-89
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• 2021

This study examined how the learning styles and emotions of 234 students enrolled in early childhood education-related departments affected their ability to participate in the learning community. The research collected the variables of the pre-service early childhood teachers' ability to participate in the learning community, the emotions that they experienced while learning, and their learning styles. The collected data were analyzed through correlation analysis and regression analysis. The results indicate that the students' ability to participate in the learning community was positively correlated with the following: their analytical learning attitude (among learning styles); learning motivation; degree of preference for discussion and discussion types; positive and negative emotions, which are subcategories of learning emotion; and the degree of preference for experimentation and their practice type among teaching methods. Second, regression analysis showed that the students' ability to participate in the learning community could be predicted by negative emotion as a subcategory of their learning emotion, learning motivation, degree of preference for the experiment and practice type, their analytical learning attitude, and the degree to which students value studying the content of their major subjects.

• Journal of the Korea Computer Industry Society
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• v.5 no.3
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• pp.383-392
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• 2004

Electronic BBS (bulletin board system) Ins been widely recognized as an appropriate medium for exchanging ideas and sharing information asynchronously. The communication ability if BBS is the main reason for utilizing it as a tool for collaborative learning. Researchers in the community reported a number if findings regarding the educational utilization if BBS recently. In this paper, we propose a qualitative method to measure communication activities using BBS so that the complex discussion behaviors of participants can be understood analytically. We propose characteristic vectors to describe discussion behaviors of groups and individuals, which can be conveniently used for characterizing and comparing discussion groups as well as individuals. The interactivity model representing interactive activities shows graphically the degree of inter activity if discussion groups as well as individuals. Also, time dependent measurements are investigated to analyze discussion activities with time. Experiments on the proposed measurements conducted on the Web-based discussion project using BBS demonstrate how measurements can be carried out, how characteristic vectors and inter activity model can be constructed and used.

• Journal of Korean Elementary Science Education
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• v.36 no.1
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• pp.61-72
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• 2017

The purpose of this study was to analyze elementary school teachers' implementation for the emphasis on the revision, major contents, teaching and learning method, and evaluation in the 2009 revised national science curriculum. To fulfill the purpose of this study we carried out a survey with 222 elementary school teachers. Main findings of this research were as follows: First, they highly agreed to the increase in class hours and the application of subject classroom, but they had a lower recognition for setting the subject groups. Second, the degree of necessity in discussion and STS was relatively high, but the degree of implementation in science writing, discussion and STEAM was low. Third, in teaching and learning method, they showed a high performance for mutual cooperation, student-led activities and communication, but, a low implementation for open inquiry and instruction considering individual differences. Fourth, in the evaluation of science learning, they showed a high implementation for evaluation based on achievement standards and one based on the understanding and application of basic concepts, but, a low implementation for the development of common evaluation tools. Fifth, it seemed that their recognition for amount, level and interest of science contents and inquiry activities was appropriate and positive.

• The Journal of the Korea Contents Association
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• v.3 no.3
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• pp.1-10
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• 2003

In this paper, we research on an evaluation model and method for the teaching and loaming using ICT. There are 8 types information search, information analysis, information guidance, collaboration research, discussion with expert, discussion by the web, pen pal by the web, information production in the teaching and teaming using ICT. we propose an evaluation model and method for information search and information analysis which teachers frequently use. Because an evaluation model and mend for the teaching and learning using ICT doesn’t exist, I expect that the evaluation model and method proposed in this paper is effective in the teaching and loaming using ICT.

• Journal of Korean Academy of Nursing Administration
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• v.12 no.1
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• pp.140-150
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• 2006

Purpose: The purpose of this study was to determine learning styles and preferred learning methods of clinical nurses. Method: Data were collected from 735 nurses at one university hospital in Seoul. Learning style inventory, a self-report questionnaire was completed by the subjects. Result: Learning styles of nurses were accommodator 35.9%, diverger 30.4%, converger 18.2%, assimilator 15.5%. Learning styles varied significantly with clinical practice area and academic background. Furthermore, RO(reflective observation) learning mode varied significantly according to the clinical practice area. AC(abstractive conceptualization) learning mode varied significantly with job position. AC and AE(active experimentation) learning modes varied significantly according to the academic background and preferred learning method. Preferred learning methods were lecture 24.8%, clinical practice 23.1%, self-directed learning 21.5%, audiovisual education 16.7%, and group discussion 13.9%. Preferred learning methods varied significantly with learning styles and career. Lecture was preferred in diverger and self-directed learning was preferred in assimilator. Clinical practice was preferred in accommodator and converger. Conclusions: This study suggested that clinical education should be applied to nurses after examining learning styles and preferred learning methods. In conclusion, to identify the nurses' learning styles could be helpful for developing the effective educational skill.

• School Mathematics
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• v.7 no.1
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• pp.77-101
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• 2005

This study is a discussion of the teaching and learning of discrete mathematics in school mathematics. In this study, we summarized the importance of discrete mathematics m school mathematics. And we examined instruction methods of discrete mathematics expressed in the 7th mathematics curriculum. On the basis of analysis for teaching cases in previous studies, we proposed four suggestions to organize discrete mathematics classroom. That is as follows. First, discrete mathematics needs to be introduced as a mathematical modeling of real-world problem. Second, algorithm learning in discrete mathematics have to be accomplished with computer experiments. Third, when we solve a problem with discrete data, we need to consider discrete property of given data. Forth, discrete mathematics class must be full of investigation and discussion among students. In each suggestion, we dealt with detailed examples including educational ideas in order to helping mathematics teacher orgainzing discrete mathematics classroom.